Educational and Psychological Аspects in Online and Face-to-Face Learning Environment

Although COVID-19 pandemic is behind us, some important implications thereof are still recognised, particularly in educational context and through the prism of subjective perceptions. This article outlines a cross-sectional study among students in education at Sofia University “St. Kliment Ohridski”, which collected data over three pivotal periods of time: in 2020 when the coronavirus pandemic broke out and instructional design abruptly changed from face-to-face to online modality; in 2022 at the end of the pandemic period when imposed restrictions were lifted and students returned into the university halls; and then again in 2024, two years after the end of the crisis. Research focused on how students’ motivation and other affective states, as well as preferences for mode of instruction, differed over time. It also tested the role of instructors’ empathy and disposition. Altogether 224 participants took part in the study. Findings revealed a constellation of coherent time-bound and instructor-bound differences.